Moving our noodles

As I prepare for my first class with our university's PGCE group of 2016, I realise that I'm asking my students to not only wander outside their comfort zones, but to choreograph and perform their own command performances in alien environments. That's quite a mouthful (and some shaky grammar to boot)! That is sort of my point: When we're tiptoeing around an idea that seems too complex to be let out of its packaging; we won't learn much of anything.

In a programme characterised by complex language, dense literature, and very unfamiliar academic scaffolding... adding Digital Pedagogy to the mix could break a few backs. This is not my intention. In fact, my goal is quite the opposite: I hope this fledgeling module can highlight cohesion and synthesis between various strands of teaching and learning coursework, whilst facilitating a mediation of student-teacher identities.

So why move this particular module's interface away from our official Learning Management System, and onto the open web? Sean Michael Morris (2016) says it best:

"Something happens when we go to write our very first page inside the LMS. We suddenly become the very old, white, male, tight-lipped scholar who can’t use contractions or ellipses or emoticons or ironic parentheticals or risky language (or run-on sentences). Even those of us who are not grammar guardians become hypervigilant about sounding like the stony, unapproachable expert. Most teachers sound nothing like themselves when they write online; and yet voice sets the tone in an online course. Perfect grammar shakes no one’s hand, gives no hugs."

And I want this module to be one where we take each others' hands, and give each other hugs (albeit in virtual, sensitive, and ethically responsible ways).

Shall we dance?

Sources: 
Morris, S.M. (2016). 6 Principles of Critical Pedagogical Course Design. Hybrid Pedagogy.